File Name: concepts of human development and poverty a multidimensional perspective .zip
- Benefits of Multidimensional Measures of Child Well Being in China
- Interview with Emma Samman, Research Fellow, Overseas Development Institute
Actual development can eventuate only in a society where the focus is enriching human lives. An approach, which focuses the expansion of income or economic outcomes, is inadequate to explain such a process; a high income by itself was no defense against human deprivation, because many human choices extend far beyond economic well-being. There, human development approach stands as a considerable progress in development. Then, this study includes the investigation of the contents and development of this approach. Zotero Mendeley EndNote.
Benefits of Multidimensional Measures of Child Well Being in China
Launched in September , the Human Development and Capability Association HDCA promotes research from many disciplines on key problems related to poverty, justice and well-being. HDCA promotes high quality research in the interconnected areas of human development and capability. It is concerned with research in these areas across a broad range of topics where the human development and capability approaches have made and can make significant contributions, including the quality of life, poverty, justice, gender, development and environment inter alia.
It further works in all disciplines — such as economics, philosophy, political theory, sociology and development studies — where such research is, or may be, pursued.
While primarily an academic body, the Association brings together those involved in academic work with practitioners who are involved in, or interested in, the application of research from the fields of human development and capability to the problems they face. It publishes original works in economics, philosophy, social sciences and other disciplines that expand concepts, measurement tools and policy alternatives from the perspective of the human development and capability approach.
It provides a forum for an open exchange of ideas among a broad spectrum of policy makers, economists and academics. Human development is becoming a school of thought and the Journal acts as a conduit for members and critics of this school. The Association holds an annual conference, supports training activities, facilitates thematic groups on specific topics, and provides a forum in which collaborative research can emerge.
It maintains a website which provides, among others: a comprehensive collection of bibliographic resources on the capability approach; tri-annual bulletins on core concepts and applications of the approach; information on thematic groups and their activities; video and teaching materials on subjects related to the capability approach, unpublished manuscripts, etc.
All royalties from the sale of this book will be donated to the Human Development and Capability Association. Earthscan publishes in association with the International Institute for Environment and Development. Includes bibliographical references and index. Social psychology. Shahani, Lila. At Earthscan we strive to minimize our environmental impacts and carbon footprint through reducing waste, recycling and offsetting our CO 2 emissions, including those created through publication of this book.
For more details of our environmental policy, see www. The paper used is FSC certified. Sabina Alkire and Maria Emma Santos. Proochista Ariana and Arif Naveed. Human development perspectives. Religion as dimension of well-being. Appendix 1 Teaching the human development and capability approach: Some pedagogical implications.
She researches on the conceptual foundations of the human development and capability approach and on the role of religion and values in development. She is currently finishing her DPhil in English language and literature at the University of Oxford, where her research focuses on comparative migration in the context of the Asian diaspora.
Her research interests include: value judgements in economic decision-making and the conceptualization and measurement of individual agency empowerment , particularly in South Asia. She has previously worked for the Commission on Human Security, coordinated the culture—poverty learning and research initiative at the World Bank, and developed participatory impact assessment methodologies with Oxfam and the Asia Foundation in Pakistan.
Proochista Ariana is Departmental Lecturer in global health and development at the University of Oxford. Her research pertains to the inter-relationship between health and development processes. She works with indigenous communities in Southern Mexico, and recently has extended her work to China and India. Susan Johnson is a Lecturer in international development at the University of Bath.
She has a background in economics and agricultural economics. She has researched and written extensively in the field of microfinance, expanding the analysis in the field to the institutional analysis of local financial markets, examining their social embeddedness in particular. She has also specialized in impact assessment and gender analysis. She was a lead researcher in the ImpAct programme — a global three-year action-research programme to improve the quality of microfinance services and their impact on poverty, funded by the Ford Foundation.
She has also been a researcher with the ESRC Wellbeing in Developing Countries research group, examining the relationship between well-being and markets.
He also teaches human development at the International Islamic University Islamabad as a visiting faculty member. Previously, he implemented various community development projects in rural Pakistan.
Ingrid Robeyns is a philosopher and economist. Her main research interests include: theories of equality and justice, the capability approach and feminist economics, and philosophy. Her research interests are the measurement and analysis of chronic and multidimensional poverty, and the quality of education, its determinants, and its role for poverty reduction.
She is particularly interested in Latin American countries. He has worked on a long-range planning project in Kenya and as an economic advisor in the Tanzanian Ministry of Planning, and has taught economics at the Universities of McMaster and Guelph in Canada. He has a PhD in economics from the University of Toronto. Elaine Unterhalter is Professor in education and international development at the Institute of Education, a college at the University of London which specializes in teaching, research and consultancy in education and related areas of social science and professional practice.
She has authored Gender, Schooling and Global Social Justice Routledge, and has co-edited a book with Melanie Walker on the capability approach and education. She has also published numerous articles on education, gender and social justice.
Sarah White is Director of the Centre for Development Studies at the University of Bath, where she teaches sociology and international development. Her research concerns the politics of how social identities are mobilized in development intervention.
This is applied to a range of fields: child rights and child participation; gender, including men and masculinity; and race and culture. The idea was enthusiastically embraced by the entire group. While it was being completed, the textbook was significantly reworked and improved, once again, by the feedback of another international group of academics and policy-makers. The multi-disciplinary nature of the human development and capability approach does not lend itself easily to specialization for a targeted disciplinary audience.
The approach touches on economics, politics, sociology, law, education, psychology, philosophy and other disciplines. This book is therefore correspondingly multi-disciplinary. Within academic institutions it is intended for use by undergraduates and post-graduates in development studies, education, politics, economics and social policy.
As the human development and capability approach is also of considerable interest to development practitioners and policy-makers, the book has been deliberately shaped for practitioners in the field struggling to make policy decisions. This textbook is thus designed for an eclectic readership.
No prior knowledge of any specific discipline is necessary to understand its basic arguments. The textbook is bound to be used differently by different audiences, whether they happen to be students in development studies or the social science disciplines, development practitioners, civil servants or policy-makers.
For example, students in development studies might wish to read the book from cover to cover, while students in social science disciplines might only read the first section Chapters 1 — 3 , followed by the chapters most relevant to their specific disciplines. The book is written so that each chapter can be read on its own, but it is important to note that chapters in Parts II and III cannot be readily understood without prior reading of Part I in its entirety.
A final word about context. Unlike other human development textbooks which have sprung from local realities and are used in the local context about which they have been written, this textbook is not context specific. It provides illustrations and case studies from a wide geographical spread, from Mexico to China, Uganda, Afghanistan and even Europe. This does not necessarily mean that the textbook is relevant only to a classroom composed of international students.
Through its use of comparative case studies, the textbook is equally relevant for homogenous audiences. For example, students at a Mongolian university might be better informed about educational policies in their own country after learning about similar experiences in Africa.
In the same way, practitioners and policy-makers from Central Asia might benefit from reading a policy case study on aid in Afghanistan.
The textbook is divided into three parts: Concepts, Topics and Policy. The first three chapters provide the conceptual foundations of the human development and capability approach.
Chapter 1 discusses the importance — indeed, the unavoidability — of value judgements in development and public policy in general. Chapter 2 introduces the fundamental principles of the approach, and constitutes the conceptual foundation for all subsequent chapters. Chapter 3 situates the approach within the context of other schools of thought and development thinking as a whole.
The second part is divided into separate topics and presents a human development angle into each one. There is no particular reason why the topics are arranged in this way, and they can be read in a non-linear fashion.
Chapter 4 discusses the topic of economic growth and describes different views about the role of economic growth in promoting human flourishing. Chapter 5 reviews theories of justice and examines where the approach stands in relation to them. Chapter 6 deals with the topic of measurement, which is central to policy-making since it enables policy-makers to identify target groups in need of intervention.
Chapter 8 discusses democracy and political participation as mechanisms through which people become agents of their own destiny. Chapters 9 and 10 discuss two topics to which human development has often been reduced: education and health. Chapter 11 analyses how the topics of culture and religion have been addressed in development studies and critically discusses the contribution of the human development and capability approach.
Other topics could have been added, such as a specific chapter on gender, or one on the environment, or another on conflict. However, we have limited ourselves to the topics above for practical reasons of time and length. It will be up to the teachers using this textbook to supplement the chapters with other topics relevant to human development.
The third part deals with policy considerations. Chapter 12 describes the many areas of policy that the human development and capability approach touches upon, and offers useful tools for policy analysis.
Chapter 13 collects different policy case studies that can be used as a teaching method to prepare students in human development policy-making and practice. Naturally, these are tentative only and each user is encouraged to add his or her own questions given the specific context in which the book is to be used.
Copyrights of this textbook belong to the Human Development and Capability Association. However, HDCA is only what its members do. This textbook project would not have been completed without the generosity of members who shared their expertise in specific areas.
Sabina Alkire has been a central person in HDCA since its birth in ; as Secretary of the Association, she has been one of its leading sources of dynamism and energy, and her writings have been a key reference on the human development and capability approach. She has authored most of the conceptual part of the textbook, and, as a pioneer in measuring freedom and agency, has written the measurement chapter, in collaboration with Maria Emma Santos Chapter 6.
She has also been present ever since the very inception of this textbook project in Oxford in May and offered continuous support. Randy Spence has offered his long policy expertise as economist for the chapters on economic growth Chapter 4 and public policy Chapter Ingrid Robeyns has shared her expertise on the capability approach and theories of justice for the chapter on equality and justice Chapter 5.
Susan Johnson has worked for many years on access to markets in Africa and has contributed to writing the chapter on institutions and markets Chapter 7. Elaine Unterhalter has shared many of the discussions of the capability and education HDCA thematic group in the chapter on education Chapter 9.
Interview with Emma Samman, Research Fellow, Overseas Development Institute
Launched in September , the Human Development and Capability Association HDCA promotes research from many disciplines on key problems related to poverty, justice and well-being. HDCA promotes high quality research in the interconnected areas of human development and capability. It is concerned with research in these areas across a broad range of topics where the human development and capability approaches have made and can make significant contributions, including the quality of life, poverty, justice, gender, development and environment inter alia. It further works in all disciplines — such as economics, philosophy, political theory, sociology and development studies — where such research is, or may be, pursued. While primarily an academic body, the Association brings together those involved in academic work with practitioners who are involved in, or interested in, the application of research from the fields of human development and capability to the problems they face.
Time limit is exhausted. Poverty and Inequality. She goes on to explain why inequalities between social groups and overlapping deprivations exist. What do you think about current concepts of equity and equality? What is your perspective on these existing concepts? A: Conceptually, my work focuses on the capability approach, which is concerned with the substantive freedoms that people enjoy, and the multidimensional perspective this affords. This approach insists on the importance of looking at the distribution of inequalities not simply in income, as is often done, but across a range of dimensions of wellbeing — and also the extent to which they relate to one another.
Poverty is a multidimensional phenomenon and unidimensional measurements have proven inadequate to the challenge of assessing its dynamics. Dynamics between poverty and public health intervention is among the most difficult yet important problems faced in development. We sought to demonstrate how multidimensional poverty measures can be utilized in the evaluation of public health interventions; and to create geospatial maps of poverty deprivation to aid implementers in prioritizing program planning. We estimated a multidimensional poverty index, which can be disaggregated into context-specific indicators.
The present paper is an attempt to highlight the status of development in North East India using human development approach. The study reveals that India in spite of having a fast growing economy and pursuing the policy of liberalization and globalization since early eighties has not been able to achieve much on account of human development and welfare. Human development index is below 0. Rural-urban disparity, gender disparity and uneven human development across the States in the region are quite significant. The disturbing trend of increasing gender disparity in Nagaland and escalating rural-urban gap, particularly in the States of Assam and Meghalaya is a matter of concern.
In recent decades, measures of child well-being have evolved from single dimension to multidimensional measures. Multi-dimensional measures deepen and broaden our understanding of child well-being and inform us of areas of neglect. Child well-being in China today is measured through proxy measures of household need. This paper discusses the evolution of child well-being measures more generally, explores the benefits of positive indicators and multiple dimensions in formulating policy, and then reviews efforts to date by the Chinese government, researchers, and non-governmental and intergovernmental organizations to develop comprehensive multidimensional measures of child well-being in China. The domains and their potential interactions, as well as data sources and availability, are presented.
В шифровалке они считались людьми второго сорта и не очень-то ладили с местной элитой. Ни для кого не было секретом, что всем в этом многомиллиардном курятнике управляли шифровальщики. Сотрудников же лаборатории безопасности им приходилось терпеть, потому что те обеспечивали бесперебойную работу их игрушек. Чатрукьян принял решение и поднял телефонную трубку, но поднести ее к уху не успел. Он замер, когда его взгляд упал на монитор. Как при замедленной съемке, он положил трубку на место и впился глазами в экран. За восемь месяцев работы в лаборатории Фил Чатрукьян никогда не видел цифр в графе отсчета часов на мониторе ТРАНСТЕКСТА что-либо иное, кроме двух нулей.
Все будет прекрасно. Приближаясь к пиджаку защитного цвета, он не обращал внимания на сердитый шепот людей, которых обгонял. Прихожане могли понять нетерпение этого человека, стремившегося получить благословение, но ведь существуют строгие правила протокола: подходить к причастию нужно, выстроившись в две линии.
Мы выстрелили в него новым Джей-23, это нервно-паралитическое вещество продолжительного действия. Конечно, это чертовски болезненно, но нам нужно было его остановить. - Не волнуйтесь, мадам, - заверил второй агент.
Последний месяц был для Лиланда Фонтейна временем больших ожиданий: в агентстве происходило нечто такое, что могло изменить ход истории, и, как это ни странно директор Фонтейн узнал об этом лишь случайно. Три месяца назад до Фонтейна дошли слухи о том, что от Стратмора уходит жена. Он узнал также и о том, что его заместитель просиживает на службе до глубокой ночи и может не выдержать такого напряжения.
- В чем разница. Должна же она. - Да! - Соши ткнула пальцем в свой монитор.
Где мой ключ? - прозвучал знакомый голос. - Кто со мной говорит? - крикнул Стратмор, стараясь перекрыть шум. - Нуматака! - огрызнулся сердитый голос. - Вы обещали мне ключ.
Повсюду мелькали красно-бело-синие прически. Беккер вздохнул, взвешивая свои возможности. Где ей еще быть в субботний вечер. Проклиная судьбу, он вылез из автобуса. К клубу вела узкая аллея.
- Мы нашли Северную Дакоту. Вызовите службу безопасности. И давайте выбираться отсюда.